A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education

Autor/in	Donna, Joel D.
Titel	A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education
Quelle	In: Journal of Pre-College Engineering Education Research, 2 (2012) 2, S.1-8, Artikel 2 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.5703/1288284314866
Schlagwörter	Models; Faculty Development; STEM Education; Engineering Education; Teaching Methods; Design; Science Teachers; Mathematics Teachers; Teacher Collaboration; Scientific Concepts; Interdisciplinary Approach; Prior Learning; Correlation; Knowledge Base for Teaching; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Analogiemodell; STEM; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerkooperation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Vorkenntnisse; Korrelation; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz
Abstract	Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can help teachers better understand engineering design processes and can foster collaborations. This can lead to a culture shift within the school by which integration of STEM concepts and process becomes more seamless for both educators and their students. This paper describes a research-based model for professional development to promote engineering pedagogy to support learning of STEM concepts within and across domains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01